World Lit: Finish Troy, Unpack Cultural Identity Assessment

Standards

  • ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s paintin Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment. Georgia ELA
  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA

Learning Target
Students will analyze the movie Troy and compare it to The Iliad.
Opening Session
Let’s FINALLY finish up Troy! This will take about half the class, and afterwards I want to have a brief discussion about where the movie differed from the book.

Work Session
After we finish up Troy, we’re going to get into our next unit! I would like everyone to grab a Springboard textbook off the shelf. I’ll send around a sharpie so you can write your name on it.

After we get textbooks, we’re going to flip to page 4 and complete activity 1.1, Previewing the Unit, and preview our Cultural Identity unit, as well as the first Embedded Assessment. After we finish 1.1 in the text, we’re going to continue on to 1.2, discussing how our cultural identity creates a lens through which we see the world.

Closing Session
Activity 1.2 in the book asks you to write a constructed response. We’re going to shorten that a little bit. I’d like each of you to write me a good solid paragraph on your how your cultural identity shapes the way you view the world.

Assessment
Formative (paragraph checks)

Differentiation
Process (scaffolding, varied response lengths), Interest (various cultural identities)

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